Educational Support Program Standard · Programs Branch, Program Standards and Evaluation Unit . 23rd floor, Mowat Block . 900 Bay Street . Toronto, Ontario . M7A 1L2 . Telephone:

Educational Support Program Standard

The approved program standard for Educational Support program of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied Arts and Technology (MTCU funding code 51228)

Ministry of Training, Colleges and Universities February 2012

Permission to Reproduce

Permission is hereby granted to the following institutions to reproduce this document, in whole or in part, in print or by electronic means, for the following specific purposes, subject to the conditions that follow:

1. By an Ontario college of applied arts and technology for the purposes of

implementation of the program standard within a college program, including for the purpose of informing students, potential students, program advisory committees or others about programs of study.

2. By an educational institution or school, for the purpose of informing prospective college students about programs of study at Ontario colleges of applied arts and technology.

Conditions: 1. Every reproduction must be marked “© 2012, Queen’s Printer for Ontario” at the

beginning of the document or any part of it that is reproduced. 2. No other uses may be made of the document. 3. The document may not be reproduced for sale. 4. The Ministry may revoke the permission to reproduce at any time.

For permission to copy this document, in whole or in part, for other purposes or by other institutions, please contact

Ministry of Training, Colleges and Universities Programs Branch, Program Standards and Evaluation Unit 23rd floor, Mowat Block 900 Bay Street Toronto, Ontario M7A 1L2

Telephone: (416) 325-2874 E-mail: [email protected]

Inquiries regarding specific Educational Support programs offered by colleges of applied arts and technology in Ontario should be directed to the relevant college.

This publication is available on the Ministry’s Website at http://www.tcu.gov.on.ca Cette publication est disponible sur le site Web du ministère: http://www.tcu.gov.on.ca

© 2012, Queen’s Printer for Ontario

ISBN 978-1-4435-8922-2 (PDF)

Ce document est disponible en français.

mailto:[email protected]

http://www.tcu.gov.on.ca/

Acknowledgements

The Ministry of Training, Colleges and Universities acknowledges with thanks the significant contribution of the many individuals and organizations who participated in the development of this program standard. In particular, the Ministry of Training, Colleges and Universities would like to acknowledge the important roles of

• all individuals and organizations who participated in the consultations;

• the co-ordinators of Educational Support Programs for their assistance throughout the

project, the project officers who led the development of the vocational standard, Paul Johnson, seconded faculty member from Confederation College and Louise Campagna from La Cité collégiale.

Table of Contents

I. Introduction ........................................................................................................................1

Development of System-Wide Program Standards .............................................................1

Program Standards ...............................................................................................................1

The Expression of Program Standards as Vocational Learning Outcomes .........................2

The Presentation of the Vocational Learning Outcomes .....................................................2

The Development of a Program Standard ............................................................................2

Updating the Program Standard ...........................................................................................3

II. Vocational Standard ..........................................................................................................4

Preamble ..............................................................................................................................4

Synopsis of the Vocational Learning Outcomes ..................................................................6

The Vocational Learning Outcomes ............................................................................ 7 - 16

III. Essential Employability Skills .........................................................................................17

Context ...............................................................................................................................17

Skill Categories ..................................................................................................................17

Application and Implementation................................................................................ 18 - 19

Glossary ..................................................................................................................... 20 - 22

IV. General Education Requirement ....................................................................................23

Requirement .......................................................................................................................23

Purpose ...............................................................................................................................23

Themes ....................................................................................................................... 24 - 26

I. Introduction

This document is the Program Standard for the Educational Support program of instruction leading to an Ontario College Diploma delivered by Ontario colleges of applied arts and technology (MTCU funding code 51228).

Development of System-Wide Program Standards

In 1993, the Government of Ontario initiated program standards development with the objectives of bringing a greater degree of consistency to college programming offered across the province, broadening the focus of college programs to ensure graduates have the skills to be flexible and to continue to learn and adapt, and providing public accountability for the quality and relevance of college programs.

The Program Standards and Evaluation Unit of the Ministry of Training, Colleges and Universities have responsibility for the development, review and approval of system-wide standards for programs of instruction at Ontario colleges of applied arts and technology.

Program Standards

Program standards apply to all similar programs of instruction offered by colleges across the province. Each program standard for a postsecondary program includes the following elements:

• Vocational standard (the vocationally specific learning outcomes which apply to the

program of instruction in question),

• Essential employability skills (the essential employability skills learning outcomes which apply to all programs of instruction); and

• General education requirement (the requirement for general education in

postsecondary programs of instruction).

Collectively, these elements outline the essential skills and knowledge that a student must reliably demonstrate in order to graduate from the program.

Individual colleges of applied arts and technology offering the program of instruction determine the specific program structure, delivery methods and other curriculum matters to be used in assisting students to achieve the outcomes articulated in the standard. Individual colleges also determine whether additional local learning outcomes will be required to reflect specific local needs and/or interests.

2 I Introduction

The Expression of Program Standards as Vocational Learning Outcomes

Vocational learning outcomes represent culminating demonstrations of learning and achievement. They are not simply a listing of discrete skills, nor broad statements of knowledge and comprehension. In addition, vocational learning outcomes are interrelated and cannot be viewed in isolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning by graduates of the program has been achieved and verified.

Expressing standards as vocational learning outcomes ensures consistency in the outcomes for program graduates, while leaving to the discretion of individual colleges curriculum matters such as the specific program structure and delivery methods.

The Presentation of the Vocational Learning Outcomes

The vocational learning outcome statements set out the culminating demonstration of learning and achievement that the student must reliably demonstrate before graduation.

The elements of the performance for each outcome define and clarify the level and quality of performance necessary to meet the requirements of the vocational learning outcome. However, it is the performance of the vocational learning outcome itself on which students are evaluated. The elements of performance are indicators of the means by which the student may proceed to satisfactory performance of the vocational learning outcome. The elements of performance do not stand alone but rather in reference to the vocational learning outcome of which they form a part.

The Development of a Program Standard

In establishing the standards development initiative, the Government determined that all postsecondary programs of instruction should include vocational skills coupled with a broader set of essential skills. This combination is considered critical to ensuring that college graduates have the skills required to be successful both upon graduation from the college program and throughout their working and personal lives.

A program standard is developed through a broad consultation process involving a range of stakeholders with a direct interest in the program area, including employers, professional associations, universities, secondary schools and program graduates working in the field, in addition to students, faculty and administrators at the colleges themselves. It represents a consensus of participating stakeholders on the essential learning that all program graduates should have achieved.

I Introduction 3

Updating the Program Standard

The Ministry of Training, Colleges and Universities will undertake regular reviews of the vocational learning outcomes for this program to ensure that the Educational Support Program Standard remains appropriate and relevant to the needs of students and employers across the Province of Ontario. To confirm that this document is the most up-to-date release, please contact the Ministry of Training, Colleges and Universities at the address or telephone number noted on the inside cover page.

4 II Vocational Standard

II. Vocational Standard

All graduates of the Educational Support program of instruction must have achieved the nine vocational learning outcomes listed in the following pages, in addition to achieving the essential employability skills learning outcomes and meeting the general education requirement.

Preamble

The Educational Support program provides integrated, practical learning experiences and a body of knowledge that equip graduates to work competently, effectively and safely upon entering the educational support field. Moreover, the Educational Support program is informed by the best principles and practices in educational support that contribute to the learning, development and independence of all learners*. Collectively, these factors enable graduates of the Educational Support program to reliably demonstrate the skills required to work collaboratively with members of the school community* in support of all learners* in a variety of educational settings*. Graduates of the Educational Support program must be familiar with pertinent legislation and workplace policies and how these inform the various roles that educational support personnel can be expected to perform. They are prepared to collaborate with IEP team* members in developing IEPs* as well as safety and behaviour plans for learners with exceptionalities* and they are proficient at monitoring, documenting and reporting on the behaviour, performance and progress of learners with exceptionalities*. As well, graduates have reliably demonstrated the use of various behavioural and educational interventions and techniques that enable them to work effectively with learners with exceptionalities* to help them reach their learning potential. Although the primary role of the Educational Support graduate is to provide support for learners with exceptionalities* in the manner specified in an IEP*, graduates are also able to provide instructional support to all learners* in a variety of learning situations. For example, Educational Support graduates work in segregated or self-contained classrooms for small classes of learners with exceptionalities*; work with learners with exceptionalities* who are integrated into the regular classroom for some subjects in a one-on-one or in a small group capacity; and work in regular classrooms to provide support to all learners*. Educational Support graduates also assist with many non-instructional tasks and activities in the classroom and other educational settings*. For example, they provide support in areas such as behaviour management, anger management and crisis intervention. As well, Educational Support graduates carry out personal care duties, such as assisting with administering required medication; attending to basic physical needs (e.g., toileting, feeding, mobility, etc.); providing assistance with daily living activities that promote independent living (e.g., phone use, managing money, transit training, preparing food, etc); and performing physio-/occupational therapy general maintenance exercises as authorized by qualified therapists. Other duties include

II Vocational Standard 5

facilitating the use of assistive technology* and daily living aids*. The Educational Support program prepares graduates for a variety of challenging and gratifying career opportunities. Most graduates of the Educational Support program are employed in the elementary, secondary, and sometimes, the postsecondary education systems. Some Educational Support graduates are employed in educational programs run by government-approved facilities for care, treatment, custodial or correctional purposes. Others are employed in programs that provide respite care and services for families of children and youth with special needs, home school support, English/French as a second language skills development or life skills training. Educational Support graduates may wish to pursue further educational qualifications and/or certifications. Opportunities are available in a variety of specializations in the areas of, for example, learner* development, specific exceptionalities*, augmentative and alternative communication, English/French as a second language, English/French literacy development and Applied Behaviour Analysis-based services.


Synopsis of the Vocational Learning Outcomes Educational Support (Ontario College Diploma)

The graduate has reliably demonstrated the ability to 1. provide educational support in compliance with pertinent education-related

legislation, standards, regulations and policies, health and safety legislation and regulations, as well as organizational policies, practices and procedures.

2. develop and implement strategies to promote and support positive school

climates that contribute to a safe, caring and secure educational setting*. 3. collaborate with members of the Individual Education Plan (IEP) team* by

assisting in the development and revision of the IEPs* of learners with exceptionalities*.

4. implement components of educational support programs of instruction

under the direction and support of the IEP team* and/or relevant members of the school community*.

5. lead by example to promote empathetic, positive and pro-social behaviour in

all learners* to facilitate the development of social competence in learners with exceptionalities* in accordance with their IEPs*.

6. promote the development of independence in, and provide assistance to,

learners with exceptionalities* in their performance of routine activities of daily living (ADLs) and instrumental activities of daily living (IADLs) in accordance with their IEPs*.

7. develop and implement strategies to support learners with exceptionalities*

in the appropriate use of assistive technologies* and daily living aids* in accordance with their IEPs*.

8. monitor, document and report on the behaviour, performance and progress

of learners with exceptionalities* in accordance with their IEPs*. 9. prepare and present a plan for engaging in ongoing personal and

professional development to promote competence in the educational support field.

Note: The learning outcomes have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance.


The Vocational Learning Outcomes

1. The graduate has reliably demonstrated the ability to provide educational support in compliance with pertinent education-related legislation, standards, regulations and policies, health and safety legislation and regulations, as well as organizational policies, practices and procedures.

Elements of the Performance • Comply with pertinent provincial education-related legislation, including but not

limited to the Education Amendment Act, 1980 (Bill 82) • Recognize and verify the expectations regarding the implementation of pertinent

Ontario Ministry of Education policies and programs outlined in Policy/Program Memoranda*

• Protect learners’* rights to privacy and confidentiality, including the safe and secure transmittal, storage and disposal of all information, records and files, in accordance with current and applicable legislation, such as the Freedom of Information and Protection of Privacy Act, 1990 (FIPPA); the Personal Information Protection and Electronic Documents Act,2000 (PIPEDA), as well as in compliance with established policies and procedures in educational settings*

• Promote and engage in behaviours that support the dignity and rights of learners* and all members of the school community* in compliance with standards, policies, procedures and practices covered by the Canadian Charter of Rights and Freedoms, 1982 (section 15), the Ontario Human Rights Code,1989 (revised 2000) and the Accessibility for Ontarians with Disabilities Act, 2005

• Act responsibly and be accountable for one’s own decisions and actions that affect the wellbeing and safety of learners*, oneself and others in the school community* in accordance with the Occupational Health and Safety Act, 1990.

• Provide educational support in accordance with pertinent policies and procedures in educational settings*

• Adhere to established communication policies, procedures and protocols in educational settings* when interacting with learners* and all members of the school community*

• Support the principles and guidelines of evidence-based best practices for instructional approaches, such as universal design for learning*, differentiated instruction* and the tiered approach* to prevention and intervention.

*See glossary


2. The graduate has reliably demonstrated the ability to

develop and implement strategies to promote and support positive school climates that contribute to a safe, caring and secure educational setting*.

Elements of the Performance • Research, develop and implement best practices for a healthy and caring

educational setting* • Promote an inclusive, equitable, respectful and supportive educational setting* • Respect and support the rights and responsibilities of all members of the school

community* • Determine and use current standards and best practices in behaviour management

for all learners* • Recognize and respond appropriately to harassment, violence and bullying in

accordance with the policies of the educational setting* and the Ontario Bill 212, Education Amendment Act (Progressive Discipline and School Safety), 2007, Ontario Bill 157, Education Amendment Act (Keeping Our Kids Safe at School), 2009 and the Ontario Bill 168, Occupational Health and Safety Amendment Act (Violence and Harassment in the Workplace), 2009 and their regulations and future amendments or replacements

• Determine reasonable grounds to suspect when a child is at risk of abuse or neglect, and may be in need of protection, and take appropriate action in reporting these incidences in accordance with the Ontario Child and Family Services Act, 1990 and educational setting* policy

• Handle and dispose of hazardous substances and wastes, including sharps (such as syringes, needles and lancets, as well as biohazardous substances and human waste products), safely and in compliance with the Workplace Hazardous Materials Information System (WHMIS) and employer policies and procedures in educational settings*

• Use personal protective equipment (PPE) and wear appropriate clothing to ensure personal health and safety in educational settings*

• Use best-practices in crisis prevention, non-physical intervention strategies, as well as crisis and emergency intervention strategies, such as behaviour management, non-violent crisis prevention and intervention methods, and techniques to preserve respect, care, safety and security for learners*, oneself and others in the school community*

• Recognize and respond appropriately to unsafe or emergency situations in educational settings* according to organizational protocols (e.g., lock down, lock in and evacuation)


3. The graduate has reliably demonstrated the ability to collaborate with members of the Individual Education Plan (IEP) team* by assisting in the development and revision of the IEPs* of learners with exceptionalities*.

Elements of the Performance • Describe the purpose of the IEP*, the reasons for developing and revising an IEP*

and the information required on an IEP* • Collect information to aid in developing a common understanding of the

strengths, interests and needs of learners with exceptionalities* • Assist the IEP team* in developing, reviewing and updating IEPs* for learners

with exceptionalities* • Assist in preparing transition plans to assist learners with exceptionalities*

transition from one grade level or course to another, from one school to another, or from one educational support person to another

• Assist in preparing transition plans required by the Ontario Regulation 181/98 Identification And Placement Of Exceptional Pupils as it relates to the transition of the learner with exceptionalities* to postsecondary activities such as work, further education, and community living


4. The graduate has reliably demonstrated the ability to implement components of educational support programs of instruction under the direction and support of the IEP team* and/or relevant members of the school community*.

Elements of the Performance • Assist in implementing evidence-based best practices for learning routines and

practices that are consistent with personalized and precise learner*-centred systems and methods, such as universal design for learning*, differentiated instruction* and the tiered approach* to prevention and intervention

• Promote independence and self-reliance in learners* to help them achieve their potential

• Recognize and respond appropriately to learners’* unique patterns of learning • Support learners* in the use of a variety of learning strategies for studying,

completing school assignments and projects, and test-taking • Support learners* in the achievement of appropriate curriculum expectations in a

variety of subject areas • Support learners with exceptionalities* who require accommodations,

modifications and/or alternate programs by implementing effective learning support strategies and by using a variety of instructional support methods, techniques and learning aids in accordance with their IEPs*

• Collaborate with the IEP team* by assisting in the implementation of curriculum activities that address the learning needs of learners with exceptionalities* in accordance with their IEPs*

• Support learners with exceptionalities* in their progress toward achieving learning expectations that are modified from those for the age-appropriate grade level in a particular subject or course for specified subjects in accordance with their IEPs*

• Assist in implementing alternate programming for gifted learners with exceptionalities* in areas such as critical thinking, problem solving, inquiry/research, and inter- and intrapersonal skills in accordance with their IEPs*



lead by example to promote empathetic, positive and pro-social behaviour in all learners* to facilitate the development of social competence in learners with exceptionalities* in accordance with their IEPs*.

Elements of the Performance • Act in an ethical, respectful and professional manner in all interactions in

educational settings* • Recognize and make appropriate adjustments to the unique verbal and non-verbal

communication styles of all learners* • Support, respect and model a culture of inclusivity among all learners* to

facilitate the development of social competence in learners with exceptionalities* in accordance with their IEPs*

• Use discretion and encouragement when communicating with all learners* to facilitate the development of social competence in learners with exceptionalities* in accordance with their IEPs*

• Use effective intervention strategies, including principles of reinforcement, to shape and sustain behavioural changes that are consistent with the expectations of learners with exceptionalities* in accordance with their IEPs*, behaviour support plans and/or safety plans



promote the development of independence in, and provide assistance to, learners with exceptionalities* in their performance of routine activities of daily living (ADLs) and instrumental activities of daily living (IADLs) in accordance with their IEPs*.

Elements of the Performance • Determine the role and support provided by Community Care Access Centres,

and/or other agencies, for learners* with special needs who require assistance in educational settings*, including nursing, physiotherapy, occupational therapy, speech-language therapy and dietetic services

• Collaborate with school personnel, professionals and parents to promote optimal health outcomes of learners with exceptionalities* in accordance with their IEPs*

• Assist with the personal care and basic health care needs of learners with exceptionalities* (e.g., lifting, positioning, mobility, feeding and toileting) in a safe, respectful and effective manner * in accordance with their IEPs* and as authorized by, and in accordance with, educational setting* procedures and protocols and ministry directives, including Policy/Program Memorandum No. 81 Provision Of Health Support Services In School Settings, (Ministry of Education, 1984)

• Support alternative learning expectations not included in the Ontario curriculum that will help learners with exceptionalities* acquire proficiencies in ADL, such as programs in speech remediation, social skills, orientation/mobility training and personal care programs in accordance with their IEPs*

• Support alternative learning expectations not included in the Ontario curriculum that will help learners with exceptionalities* acquire proficiencies in IADL including courses that prepare learners* for daily living, such as phone use, managing one's medications, managing money and personal banking, transit training, preparing food, laundering and housekeeping in accordance with their IEPs*

• Assist in providing general maintenance exercises to facilitate physio-/occupational therapy interventions in consultation with, and with oversight by qualified therapists, as authorized by, and in accordance with, school board procedures and protocols, and ministry directives, including Policy/Program Memorandum No. 81 (Ministry of Education, 1984)

• Assist in providing speech correction and remediation in consultation with, and with oversight by qualified therapists and speech and language teachers, as authorized by, and in accordance with, school board procedures and protocols, and ministry directives, including Policy/Program Memorandum No. 81 (Ministry of Education, 1984)

• Assist with the administration and/or monitoring of the administration of prescription drugs in consultation with, and with oversight by the physician and parent, as authorized by, and in accordance with, school board procedures and


protocols, and ministry directives, including Policy/Program Memorandum No. 81 (Ministry of Education, 1984)

• Assist with the administration of medication in a manner that allows for sensitivity and privacy and that encourages learners* to take an appropriate level of responsibility for their medication in accordance with Policy/Program Memorandum No. 8 Provision of Health Support Services in School Settings (Ministry of Education, 1984)

• Collaborate with the IEP team*, health professionals and medical specialists in the school community*, and family members in developing a plan to respond appropriately to learners’ medical emergencies

• Recognize, respond to and document a learner’s* reaction to medication therapy including side effects and adverse reactions to medications

• Administer an epinephrine auto-injector or other medication, or supervise a learner* while he or she takes prescribed medication in response to an anaphylactic reaction in accordance school board procedures and protocols, and ministry directives, including the Act to Protect Anaphylactic Pupils: Sabrina's Law, 2005



develop and implement strategies to support learners with exceptionalities* in the appropriate use of assistive technologies* and daily living aids* in accordance with their IEPs*.

Elements of the Performance • Research, develop and implement strategies to facilitate the use of assistive

technology* and daily living aids* to augment the functional capabilities of learners with exceptionalities*, in accordance with their IEPs*

• Research, develop and implement strategies to assist learners* in the use of computers and digital media to effectively access information from a variety of sources

• Operate and model the proper use of assistive technology* when working with learners with exceptionalities* in accordance with their IEPs*

• Operate and perform basic upkeep on standard instructional audiovisual, computer equipment and digital media, as well as assistive devices, equipment and technologies, in a safe and responsible manner


8. The graduate has reliably demonstrated the ability to monitor, document and report on the behaviour, performance and progress of learners with exceptionalities* in accordance with their IEPs*.

Elements of the Performance • Observe, verify and record the behaviour, performance and progress of learners

with exceptionalities* to assist in developing, implementing, reviewing and updating their IEPs*

• Share requisite information on the behaviour, performance and progress of learners with exceptionalities* with the pertinent members of the IEP team* and school community*

• Recognize changes in learner* behaviour, health, medical condition, drug and/or allergic reactions and respond in an appropriate and timely manner by notifying the pertinent members of the IEP team* and school community* who are responsible for the learner’s* alternate care

• Collaborate with pertinent members of the IEP team* and the school community* to assist in determining the effectiveness of interventions and make appropriate modifications to the intervention strategies outlined in the IEPs* of learners with exceptionalities*



prepare and present a plan for engaging in ongoing personal and professional development to promote competence in the educational support field.

Elements of the Performance • Develop and implement strategies for ongoing self-evaluation and reflective

practice • Conduct self-assessments to enhance personal and professional development • Solicit and act positively and pragmatically upon constructive feedback,

evaluations and recommendations of, for example, one’s peers and field placement/practicum supervisor(s)

• Research current, relevant and evidence-based resources for maintaining current knowledge and competence in the education support sector

• Plan and develop strategies to expand one’s skill base • Keep pace with and adapt to changing workforce demands and trends, as well as

advances in educational support best practices and technology • Acquire and maintain skills applicable to current and emerging assistive

technology • Implement strategies that optimize job performance and personal wellness and

that minimize the potential for injury, illness and burnout • Research and identify professional associations and organizations in the education

support sector


Glossary Assistive technology Assistive technologies are individualized technological adaptations, equipment or product systems that can be used by learners with behaviour, communication, intellectual, sensory, physical and other exceptionalities that limit participation and learning opportunities. Assistive technologies provide alternative methods to promote independent participation in the learning process. These devices include vision and reading aids, hearing and listening aids, speech and augmentative communication aids, writing and keyboarding aids, digital media and computer access aids, cognitive aids, etc. Daily Living Aids Daily living aids are assistive devices that are used to help maintain or enhance the functional capabilities and quality of life of learners with exceptionalities by enabling them to take care of day-to-day personal care tasks more independently. These devices include, clothing and dressing aids, eating and cooking aids, toileting and personal hygiene aids, environmental controls and switches, ergonomic equipment, mobility and ambulatory aids, prosthetics and orthotics, seating and positioning aids, etc. Differentiated Instruction An instructional approach that enables educators to respond effectively to the diverse interests, learning styles and readiness to learn of all learners by providing differentiated, timely and targeted instructional support to each learner in the classroom. Educational Setting The learning environment in which education is provided and where learners in the Educational Support program gain supervised work experience, including publicly and privately funded schools, schools in remote and sparsely-populated regions, home schooling situations and government-approved facilities for care, treatment, custodial or correctional purposes that deliver ministry-approved educational programs. Individual Education Plan (IEP) An IEP is a written plan describing the special education program and/or services required by a particular student. It identifies learning expectations that are modified from or alternative to the expectations given in the curriculum policy document for the appropriate grade and subject or course, and/or any accommodations and special education services needed to assist the student in achieving his or her learning expectations. (Source: Ontario Ministry of Education, 2000. Individual Education Plans: Standards for Development, Program Planning, and Implementation) Individual Education Plan (IEP) Team The IEP team determines the strategies, accommodations and resources to be provided to each learner identified in an IEP. Members of the IEP team may include the student, the student’s parents, the student’s teachers, the guidance counsellor, the principal, appropriate special education staff and support personnel, and staff from community agencies, as appropriate...Each member of the school and school board staff involved in the development of the IEP must be


identified in the IEP; each person’s name and position should be listed. Decisions related to the program planning sections of an Individual Education Plan need to be made by the individual who teaches the student and prepares the student’s report card – usually the classroom teacher. (Source: Ontario Ministry of Education, 2004. The Individual Education Plan (IEP): A Resource Guide) The school principal, who is responsible under Regulation 181/98 for ensuring that an IEP is developed for each student who has been identified as exceptional, is also responsible for ensuring that the IEP is developed collaboratively by school and board staff members who are familiar with the student and who, as a team, possess the knowledge and qualifications necessary to develop the most effective plan possible for the student. Collaboration is important to ensure that the members of the team have a common understanding of the student's strengths, interests and needs. Each individual will bring important information to the IEP development process, lending a perspective that will add to the team's collective understanding of the student and of the kind of instruction and support necessary to facilitate the student's learning. (Source: Ontario Ministry of Education, 2000. Individual Education Plans: Standards for Development, Program Planning, and Implementation) Learner In this document, the term “learner” is synonymous with the term pupil or student. Learners with Exceptionalities In Ontario, exceptionalities are categorized as being either behavioural, communicational, intellectual, physical or multiple. Within these categories the Ontario Ministry of Education’s approved list of exceptionalities includes behaviour, autism, deaf and hard-of-hearing, language impairment, speech impairment, learning disability, giftedness, mild intellectual disability, developmental disability, physical disability, blind and low vision, and multiple exceptionalities. According to the Ontario Education Act, 1980, learners with exceptionalities that are formally identified by an Identification and Placement Review Committee must be provided with the supports and services required to meet their exceptional needs. As well, there are Ontario learners who have not been formally identified as “exceptional”, but still exhibit abilities that indicate that they are in need of special education programs and/or services. (Source: Ontario Ministry of Education, 2004. The Individual Education Plan (IEP): A Resource Guide) Policy/Program Memoranda Ontario Ministry of Education (2011) Policy/Program Memoranda are numbered policy directives that are issued to district school boards and school authorities to outline the ministry’s expectations with regard to the implementation of ministry policies and programs. School Community May include, and is not limited to the relationships that exist among learners and their peers and parents/guardians; school principals, teachers, support staff, school volunteers and others who support learners, such as school bus drivers, custodians and security staff; health care professionals and therapists; and administrators of agencies, facilities and institutional settings that deliver educational and support services.


Universal Design for Learning The principles of Universal Design (UDL) for Learning ensure that planning is flexible, supportive, adjustable, and focused on increasing access to the curriculum by all students. It uses a teaching strategy or pedagogical materials that respond to the special needs of a specific student or group of students can also be useful for all students. The aim of UDL is to provide access to the curriculum for all students, and to assist educators in designing products and environments to make them accessible to everyone, regardless of age, skills or situation. (Source: Ontario Ministry of Education, Draft June 2009. Learning for All K-12)

20 III Essential Employability Skills

III. Essential Employability Skills

All graduates of the Educational Support program of instruction must have reliably demonstrated the essential employability skills learning outcomes listed on the following pages, in addition to achieving the vocational learning outcomes and meeting the general education requirement.

Context

Essential Employability Skills (EES) are skills that, regardless of a student’s program or discipline, are critical for success in the workplace, in day-to-day living and for lifelong learning.

The teaching and attainment of these EES for students in, and graduates from, Ontario’s colleges of applied arts and technology are anchored in a set of three fundamental assumptions:

• these skills are important for every adult to function successfully in society today; • our colleges are well equipped and well positioned to prepare graduates with these

skills; • these skills are equally valuable for all graduates, regardless of the level of their

credential, whether they pursue a career path, or they pursue further education. Skill Categories

To capture these skills, the following six categories define the essential areas where graduates must demonstrate skills and knowledge.

• Communication • Numeracy • Critical Thinking & Problem Solving • Information Management • Interpersonal • Personal

III Essential Employability Skills 21

Application and Implementation

In each of the six skill categories, there are a number of defining skills, or sub skills, identified to further articulate the requisite skills identified in the main skill categories. The following chart illustrates the relationship between the skill categories, the defining skills within the categories and learning outcomes to be achieved by graduates from all postsecondary programs of instruction that lead to an Ontario College credential.

EES may be embedded in General Education or vocational courses, or developed through discrete courses. However these skills are developed, all graduates with Ontario College credentials must be able to reliably demonstrate the essential skills required in each of the six categories.

SKILL CATEGORY

DEFINING SKILLS: Skill areas to be demonstrated by graduates:

LEARNING OUTCOMES: The levels of achievement required by graduates. The graduate has reliably demonstrated the ability to:

COMMUNICATION

• Reading • Writing • Speaking • Listening • Presenting • Visual literacy

1. communicate clearly, concisely and

correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience.

2. respond to written, spoken or visual messages in a manner that ensures effective communication.

NUMERACY

• Understanding and

applying mathematical concepts and reasoning

• Analyzing and using numerical data

• Conceptualizing

3. execute mathematical operations

accurately.

CRITICAL THINKING & PROBLEM SOLVING

• Analyzing • Synthesizing • Evaluating • Decision making • Creative and

innovative thinking

4. apply a systematic approach to solve

problems. 5. use a variety of thinking skills to

anticipate and solve problems.


SKILL CATEGORY

DEFINING SKILLS: Skill areas to be demonstrated by graduates:

LEARNING OUTCOMES: The levels of achievement required by graduates. The graduate has reliably demonstrated the ability to:

INFORMATION MANAGEMENT

• Gathering and

managing information

• Selecting and using appropriate tools and technology for a task or a project

• Computer literacy • Internet skills

6. locate, select, organize and document

information using appropriate technology and information systems.

7. analyze, evaluate and apply relevant information from a variety of sources.

INTERPERSONAL

• Teamwork • Relationship

management • Conflict resolution • Leadership • Networking

8. show respect for the diverse opinions,

values, belief systems and contributions of others.

9. interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

PERSONAL

• Managing self • Managing change and

being flexible and adaptable

• Engaging in reflective practices

• Demonstrating personal responsibility

10. manage the use of time and other

resources to complete projects. 11. take responsibility for one’s own

actions, decisions and their consequences.


Glossary

Assistive technology – Assistive technologies are individualized technological adaptations, equipment or product systems that can be used by learners with behaviour, communication, intellectual, sensory, physical and other exceptionalities that limit participation and learning opportunities. Assistive technologies provide alternative methods to promote independent participation in the learning process. These devices include vision and reading aids, hearing and listening aids, speech and augmentative communication aids, writing and keyboarding aids, digital media and computer access aids, cognitive aids, etc. Daily Living Aids – Daily living aids are assistive devices that are used to help maintain or enhance the functional capabilities and quality of life of learners with exceptionalities by enabling them to take care of day-to-day personal care tasks more independently. These devices include, clothing and dressing aids, eating and cooking aids, toileting and personal hygiene aids, environmental controls and switches, ergonomic equipment, mobility and ambulatory aids, prosthetics and orthotics, seating and positioning aids, etc. Differentiated Instruction – An instructional approach that enables educators to respond effectively to the diverse interests, learning styles and readiness to learn of all learners by providing differentiated, timely and targeted instructional support to each learner in the classroom. Educational Setting – The learning environment in which education is provided and where learners in the Educational Support program gain supervised work experience, including publicly and privately funded schools, schools in remote and sparsely-populated regions, home schooling situations and government-approved facilities for care, treatment, custodial or correctional purposes that deliver ministry-approved educational programs. Individual Education Plan (IEP) – An IEP is a written plan describing the special education program and/or services required by a particular student. It identifies learning expectations that are modified from or alternative to the expectations given in the curriculum policy document for the appropriate grade and subject or course, and/or any accommodations and special education services needed to assist the student in achieving his or her learning expectations.

(Source: Ontario Ministry of Education, 2000. Individual Education Plans: Standards for Development, Program Planning, and Implementation) Individual Education Plan (IEP) Team – The IEP team determines the strategies, accommodations and resources to be provided to each learner identified in an IEP. Members of the IEP team may include the student, the student’s parents, the student’s teachers, the guidance counsellor, the principal, appropriate special education staff and support personnel, and staff from


community agencies, as appropriate...Each member of the school and school board staff involved in the development of the IEP must be identified in the IEP; each person’s name and position should be listed. Decisions related to the program planning sections of an Individual Education Plan need to be made by the individual who teaches the student and prepares the student’s report card – usually the classroom teacher.

(Source: Ontario Ministry of Education, 2004. The Individual Education Plan (IEP): A Resource Guide)

The school principal, who is responsible under Regulation 181/98 for ensuring that an IEP is developed for each student who has been identified as exceptional, is also responsible for ensuring that the IEP is developed collaboratively by school and board staff members who are familiar with the student and who, as a team, possess the knowledge and qualifications necessary to develop the most effective plan possible for the student. Collaboration is important to ensure that the members of the team have a common understanding of the student's strengths, interests and needs. Each individual will bring important information to the IEP development process, lending a perspective that will add to the team's collective understanding of the student and of the kind of instruction and support necessary to facilitate the student's learning.

(Source: Ontario Ministry of Education, 2000. Individual Education Plans: Standards for Development, Program Planning, and Implementation) Learner – In this document, the term “learner” is synonymous with the term pupil or student. Learners with Exceptionalities – In Ontario, exceptionalities are categorized as being either behavioural, communicational, intellectual, physical or multiple. Within these categories the Ontario Ministry of Education’s approved list of exceptionalities includes behaviour, autism, deaf and hard-of-hearing, language impairment, speech impairment, learning disability, giftedness, mild intellectual disability, developmental disability, physical disability, blind and low vision, and multiple exceptionalities.

According to the Ontario Education Act, 1980, learners with exceptionalities that are formally identified by an Identification and Placement Review Committee must be provided with the supports and services required to meet their exceptional needs. As well, there are Ontario learners who have not been formally identified as “exceptional”, but still exhibit abilities that indicate that they are in need of special education programs and/or services.

(Source: Ontario Ministry of Education, 2004. The Individual Education Plan (IEP): A Resource Guide)


Policy/Program Memoranda – Ontario Ministry of Education (2011) Policy/Program Memoranda are numbered policy directives that are issued to district school boards and school authorities to outline the ministry’s expectations with regard to the implementation of ministry policies and programs. School Community – May include, and is not limited to the relationships that exist among learners and their peers and parents/guardians; school principals, teachers, support staff, school volunteers and others who support learners, such as school bus drivers, custodians and security staff; health care professionals and therapists; and administrators of agencies, facilities and institutional settings that deliver educational and support services. Universal Design for Learning – The principles of Universal Design (UDL) for Learning ensure that planning is flexible, supportive, adjustable, and focused on increasing access to the curriculum by all students. It uses a teaching strategy or pedagogical materials that respond to the special needs of a specific student or group of students can also be useful for all students. The aim of UDL is to provide access to the curriculum for all students, and to assist educators in designing products and environments to make them accessible to everyone, regardless of age, skills or situation.

(Source: Ontario Ministry of Education, Draft June 2009. Learning for All K-12)

26 IV General Education Requirement

IV. General Education Requirement

All graduates of the Educational Support program must have met the general education requirement described on the following pages, in addition to achieving the vocational and essential employability skills learning outcomes.

Requirement

The General Education Requirement for programs of instruction is stipulated in the Credentials Framework (Appendix A in the Minister’s Binding Policy Directive Framework for Programs of Instruction).

In programs of instruction leading to either an Ontario College Diploma or an Ontario College Advanced Diploma, it is required that graduates have been engaged in learning that exposes them to at least one discipline outside their main field of study and increases their awareness of the society and culture in which they live and work. This will typically be accomplished by students taking 3 to 5 courses (or the equivalent) designed discretely and separately from vocational learning opportunities.

This general education learning would normally be delivered using a combination of required and elective processes.

Purpose

The purpose of General Education in the Ontario college system is to contribute to the development of citizens who are conscious of the diversity, complexity and richness of the human experience; who are able to establish meaning through this consciousness; and who, as a result, are able to contribute thoughtfully, creatively and positively to the society in which they live and work.

General Education strengthens students’ essential employability skills, such as critical analysis, problem solving and communication, in the context of an exploration of topics with broad-based personal and/or societal importance.

IV General Education Requirement 27

Themes

The themes listed below will be used to provide direction to colleges in the development and identification of courses that are designed to fulfill the General Education Requirement for programs of instructions.

Each theme provides a statement of Rationale and offers suggestions related to more specific topic areas that could be explored within each area. These suggestions are neither prescriptive nor exhaustive. They are included to provide guidance regarding the nature and scope of content that would be judged as meeting the intent and overall goals of General Education.

1. Arts in Society:

Rationale: The capacity of a person to recognize and evaluate artistic and creative achievements is useful in many aspects of his/her life. Since artistic expression is a fundamentally human activity, which both reflects and anticipates developments in the larger culture, its study will enhance the student’s cultural and self-awareness.

Content: Courses in this area should provide students with an understanding of the importance of visual and creative arts in human affairs, of the artist’s and writer’s perceptions of the world and the means by which those perceptions are translated into the language of literature and artistic expression. They will also provide an appreciation of the aesthetic values used in examining works of art and possibly, a direct experience in expressing perceptions in an artistic medium.

2. Civic Life:

Rationale: In order for individuals to live responsibly and to reach their potential as individuals and as citizens of society, they need to understand the patterns of human relationships that underlie the orderly interactions of a society’s various structural units. Informed people will have knowledge of the meaning of civic life in relation to diverse communities at the local, national and global level and an awareness of international issues and the effects of these on Canada, as well as Canada’s place in the international community.

Content: Courses in this area should provide students with an understanding of the meaning of freedoms, rights and participation in community and public life, in addition to a working knowledge of the structure and function of various levels of government (municipal, provincial, national) in a Canadian and/or in an international context. They may also provide an historical understanding of major political issues affecting relations between the various levels of government in Canada and their constituents.

28 IV General Education Requirement

3. Social and Cultural Understanding:

Rationale: Knowledge of the patterns and precedents of the past provide the means for a person to gain an awareness of his or her place in contemporary culture and society. In addition to this awareness, students will acquire a sense of the main currents of their culture and that of other cultures over an extended period of time in order to link personal history to the broader study of culture.

Content: Courses in this area are those that deal broadly with major social and cultural themes. These courses may also stress the nature and validity of historical evidence and the variety of historical interpretation of events. Courses will provide the students with a view and understanding of the impact of cultural, social, ethnic or linguistic characteristics.

4. Personal Understanding:

Rationale: Educated people are equipped for life-long understanding and development of themselves as integrated physiological and psychological entities. They are aware of the ideal need to be fully functioning persons: mentally, physically, emotionally, socially, spiritually and vocationally.

Content: Courses in this area will focus on understanding the individual: his or her evolution; situation; relationship with others; place in the environment and universe; achievements and problems; and his or her meaning and purpose. They will also allow students the opportunity to study institutionalized human social behaviour in a systematic way. Courses fulfilling this requirement may be oriented to the study of the individual within a variety of contexts.

5. Science and Technology:

Rationale: Matter and energy are universal concepts in science, forming a basis for understanding the interactions that occur in living and non-living systems in our universe. Study in this area provides an understanding of the behaviour of matter that provides a foundation for further scientific study and the creation of broader understanding about natural phenomena

IV General Education Requirement 29

Similarly, the various applications and developments in the area of technology have an increasing impact on all aspects of human endeavour and have numerous social, economic and philosophical implications. For example, the operation of computers to process data at high speed has invoked an interaction between machines and the human mind that is unique in human history. This and other technological developments have a powerful impact on how we deal with many of the complex questions in our society.

Content: Courses in this area should stress scientific inquiry and deal with basic or fundamental questions of science rather than applied ones. They may be formulated from traditional basic courses in such areas of study as biology, chemistry, physics, astronomy, geology or agriculture. As well, courses related to understanding the role and functions of computers (e.g., data management and information processing) and assorted computer-related technologies should be offered in a non-applied manner to provide students with an opportunity to explore the impact of these concepts and practices on their lives.